SEL Newsletter

January 2024

This SEL Newsletter is compiled by the Social Emotional Learning and Restorative Practices Department of Winston-Salem/Forsyth County Schools

A Word of Welcome

Happy New Year! 2023 is behind us and 2024 is before us. With each change of the calendar, we often try to change habits, routines, and mindsets. Change can be a truly beautiful thing, but remember to practice self-awareness and self-compassion as you move forward on your journey. There is a lot of good in you, right here, right now. Just as you are. Celebrate that. Be open to growth, but also remember you do not need to go back to the drawing board. You do not have to start from scratch. Your strengths have gotten you this far, and they will carry you forward. Take baby steps. Celebrate small wins. Honor progress. Embrace openness. If you need a reminder for perspective: How do you eat an elephant? One bite at a time. Enjoy the adventures that 2024 will bring!

In our newsletters, we will focus on one of the 5 SEL core competencies and one of the 10 schoolwide indicators each month. In this edition, we will explore the core competency of social awareness and how social awareness shows up in our interactions with students, staff, and families. We will explore the schoolwide indicator of SEL Integrated Into Academics. We will look ahead to Random Acts of Kindness month, upcoming PD, and introduce our new Substance Use and Safety Intervention Specialist. We will explore restorative practices and SEL as a lever for equity. We will also include updates, announcements, and "SELebrations" so you can stay informed about the wonderful SEL work going on in our district.

We are excited to continue to learn and grow with you. Thank you for being partners in growing SEL in Winston-Salem/Forsyth County Schools.

Middle School Counselors connect through an SEL opener at the beginning of their "Proactive Restorative Practices" learning session in December.

8th grade students at Lewisville Middle strengthen their collaboration skills by solving a cooperative puzzle during a Wayfinder lesson in Health class.

Competency Focus: Social Awareness

The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social awareness as:

The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and support.

Such as:

Taking others’ perspectives
Recognizing strengths in others
Demonstrating empathy and compassion
Showing concern for the feelings of others
Understanding and expressing gratitude
Identifying diverse social norms, including unjust ones
Recognizing situational demands and opportunities
Understanding the influences of organizations and systems on behavior

Strengthening Your Social Awareness

To further understand Social Awareness, it is helpful to consider four categories of skills. These are: Emotional Intelligence, Social Perspective Taking, Social Capital, and Cultural Competency.

Emotional intelligence can be defined as the ability to recognize, understand and manage our own emotions and recognize, understand and influence the emotions of others. Some examples of emotional intelligence are:

recognize one’s own emotions and other people’s emotions.
use information about emotions to guide thinking and behavior.

Social perspective taking is the ability to put oneself into another’s situation and see from their point of view.. This allows us to understand what they may be feeling and/or thinking about a situation. Some examples are:

discern the thoughts, feelings, and motivations of others.
understand how others view a particular situation.
understand social and ethical norms for behavior.

Social capital refers to the benefits we derive from the connections we have made with others. Examples are:

recognize and use family, school, and community resources and supports.
understand how the organization of a school, office space, etc. can be used to gain support for one’s needs.

Cultural Competency refers to the ability to understand, appreciate, and interact with people whose beliefs and customs are different from one’s own. Some examples are:

be aware of one’s own cultural identity and views about differences of culture.
being an active listener when hearing ideas and views different from one’s own.

Social Awareness Reflection Questions:

Take a moment to reflect on how someone else might be thinking and feeling today.

How might my words have impacted others in the past (both positively and negatively)?

Consider why do others have different views than yourself.

Click here to learn more about social awareness and the CASEL Core Competencies.

"Building a Culture of Equity Through SEL"

- Deena Simmons-

Reflection Questions:

What about this video surprises or challenges you?
What about this video resonates with you?
What aspects of your own social awareness and equity practices are strong? What aspects could you improve or grow?

Social Awareness with an Equity Lens

In their book titled "Better than Sticks and Stones," Dominque Smith, Douglas Fisher and Nancy Frey state that "we begin our on-the-job training as educators when we were five years old." This profound thought should cause us as educators to step back and think about how our own educational experiences impact the way we lead other adults and our students. This thought also impacts the way we must educate with equity.

Many educators undoubtedly join the profession desiring to have the same impact on students that their greatest teacher had on them. However, many of these passionate educators no doubt can easily recall the teacher that had caused them the greatest harm. In the video on the left, activist and educator, Deena Simmons call these harmful remarks made by teachers can be "soul crushing." Even when educators have the best intentions there is always room for blind spots to allow room to cause harm.

Simmons recalls how teachers would say how she as a young black girl was "so articulate." She also recounts how now as an adult, some folks will reach out to touch her hair and attempt to compliment her. Each of these instances are categorized as microagressions. WS/FCS Equity Coach Dr. Mark Maxwell astutely equates receiving these as the pain of the nicks and cuts we feel when we shave too closely. One comment may not be too painful on its own but experiencing this process multiple times daily could be agonizing and soul crushing.

When developing our own social awareness as educators, we must first recognize the positive and negative impacts we received as students that we bring with us to our spaces. We must also recognize that without intentional development in our understandings of educational equity, SEL can do as much harm as it can good. As discussed before, our best intentions don't always equal proportionally good outcomes.

This thought connects to a poignant analogy given by Deena Simmons. She states in the video that she keeps a bat by her bed for safety in the event of an intruder into her home. A bat is meant to be used for the sport of baseball but it can also be used as a weapon. SEL without social awareness can certainly be a weapon as well. We must be intentional as educators to apply a perspective of social awareness and equity to our implementation of SEL so it is not a tool for harm but for empowerment.

Schoolwide Indicator Focus: SEL Integrated Into Academics

Co-creating thriving school communities in partnership with families

It doesn’t matter if a student is in math, art, or English classes—SEL can be seamlessly integrated into any content area with fidelity to three interdependent components:

Fostering academic mindsets
Aligning SEL and academic objectives
Using interactive instructional practices and structures to promote SEL.

Here are lesson ideas tailored to each SEL competency.

Self-Awareness Reflection

Invite students to consider what they’ve uncovered about themselves over the past year. Have them highlight areas of personal growth and link these to a growth mindset perspective. Then, let them ponder how this growth aligns with their future aspirations and interests.

Self-Management and Mindfulness

Encourage students to focus on their breathing, inhaling, and exhaling at a steady pace. When their thoughts drift, instruct them to visualize these stray thoughts as trains briefly stopping at a station before moving on, redirecting their attention back to their breath.

Navigating Decision-Making

Narrate your career journey to your students, emphasizing the lessons learned with each decision. Following this, invite them to discuss their potential paths and the potential choices they’ll face.

Cultivating Relationship Skills

Prompt students to engage in meaningful conversation with a significant adult in their life. The topic is open-ended, with the objective to discover common ground and understand differences.

Social Awareness Exercise

Ask students to research a popular tradition from a different culture and share its significance. Discuss how understanding such traditions can encourage empathy and bridge cultural divides.

To effectively and sustainably integrate SEL competencies into academics, remember to...

Create psychological safety first. Establish an environment where students feel safe enough to take the risks involved in the learning process without the fear of punishment, rejection,or embarassment. Develop academic mindsets.
Utilize engaging strategies. Include a variety of engament strategies including brain brakes to anchor thinking and learning throughout the learning experience.
Allow for optimistic closure. Make space for students to highlight what they accomplish at the end of learning experiences. This provides a sense of individual and shared accomplishment, supports a reflective identity and forward thinking as connections are made to next steps.

Reflection Questions

Are SEL standards/goals clearly embedded in academic learning?

Do students regularly share their perspectives on how social and emotional competencies connect to what they’re learning?

Do teachers actively engage students in co-constructing knowledge and making meaning of content through classroom discussions and collaborative structures?

Do teachers use intentional strategies to foster student ownership over their learning, including connecting their perspectives and experiences to instruction?

Click here to learn more about the 10 Schoolwide Indicators and how they promote systemic SEL.

How can our new Substance Use and Safety Interventionist offer support?

Our team would like to welcome Tabatha Cox, our new Substance Use and Safety Intervention Specialist! Tabatha has decades of experience as a substance abuse counselor and school counselor. We know she will offer a breadth of knowledge to this role. We for how this role will offer additional support and resources for the WS/FCS community.

Here is a brief interview with Tabatha so you can learn a bit more about how she can support your students, staff, and school community.

Hello, Tabatha! We are excited to welcome you to the SEL Team. Your title is: Substance Use and Safety Intervention Specialist. This is an updated position for WS/FCS. How would you summarize what you will be doing in this role?

As the Substance Use and Safety Intervention Specialist, my role is to provide support, guidance, and intervention to students and families in addressing substance use and safety concerns within the WS/FCS community. I will collaborate with school staff, students, families, and community stakeholders to implement prevention programs, identify at-risk individuals, and develop strategies to promote a safe and healthy environment.

Additionally, I will provide education and resources related to substance use and safety to empower students and families to make informed decisions and engage in positive behaviors. Ultimately, my goal is to contribute to the overall well-being and success of students by addressing substance use and safety issues effectively.

Originally this position was labeled “Substance Abuse” and now it has shifted to “Substance Use.” What can you tell us about that?

The shift in terminology from "Substance Abuse" to "Substance Use" reflects a broader understanding and evolving perspective on how we view and address substance-related issues. The term "Substance Abuse" has traditionally carried a negative connotation and often implies a moral judgment, or a character flaw associated with individuals who use substances. Thus, it was eliminated from the Diagnostic and Statistical Manual for Mental Health Disorders revision in 2013.

The term "Substance Use" recognizes that substance use can vary in intensity and impact, and that it is a complex issue influenced by various factors such as social, psychological, and environmental factors. The focus has now shifted towards understanding the reasons behind substance use, assessing the level of risk, and providing appropriate support and interventions.

By using the term "Substance Use," we aim to promote a more compassionate and person-centered approach that emphasizes education, prevention, early intervention, and support rather than stigmatization or punishment. It also acknowledges that substance use can be a spectrum, ranging from experimental or recreational use to problematic or addictive behaviors.

Overall, the shift in terminology reflects a shift in our approach towards addressing substance-related issues, with a focus on understanding and supporting individuals in a non-judgmental and comprehensive manner.

What is one of the main ways you want to support our secondary schools regarding substance use right now?

One of the main ways I want to support our secondary schools with substance use right now is by providing targeted education and prevention programs. Substance use can be a significant concern during adolescence, and it's important to equip students with the knowledge and skills to make informed decisions and engage in healthy behaviors.

I will collaborate with school administrators, teachers, and other support staff to ensure that prevention efforts are integrated into the school curriculum and that there are consistent messages about substance use across various settings, including classrooms, extracurricular activities, and school-wide events.

By providing targeted education and prevention programs, my aim is to empower students with the knowledge, skills, and confidence to resist peer pressure, make healthy choices, and develop resilience in the face of substance-related challenges. This approach not only addresses substance use directly but also promotes overall well-being and positive development among secondary school students.

While substance use can be more prevalent in secondary schools, how do you see yourself proactively supporting elementary schools with this work?

Early intervention is crucial in preventing substance use among young children. I can provide information on identifying early signs of risk factors or potential substance use issues in elementary school students, as well as guidance on implementing appropriate intervention strategies and assist in providing educational resources. Teachers, administrators, or parents can ask specific questions related to substance use prevention in elementary schools, and I can provide evidence-based answers and suggestions. This can help address any uncertainties and guide them in implementing effective prevention strategies.

I can provide insights into evidence-based practices and successful approaches to substance use prevention in elementary schools. I can encourage collaboration between elementary schools, community organizations, and relevant stakeholders working in substance use prevention. By providing information on local resources, connecting schools with community partners, and facilitating knowledge-sharing, I can support the development of a collaborative network aimed at preventing substance use in elementary schools.

Lastly, it is important to remember, while I can offer information and guidance, it is essential to involve educators, administrators, parents, and local experts in the process of implementing substance use prevention initiatives in elementary schools. They can provide the necessary context, expertise, and on-the-ground support to ensure effective and tailored prevention efforts.

Thank you, Tabatha! We will talk more about the “Safety Intervention” portion of your job title in the next newsletter! We hope schools will continue to reach out to Tabatha for substance use prevention and intervention needs.

Project Wayfinder, our secondary SEL curriculum, is an incredibly rich resource! Use the filters in the Wayfinder Activity Library to help build connection and SEL skills in your academic setting.

Food for thought:

"Climate and culture eat curriculum for breakfast."

What about this quote resonates with you or challenges you?

Secondary Classrooms:

Kick off the Spring Semester with Connection!

It may feel like winter outside, but Spring Semester starts next week! For many high school courses, that means a new group of students, a new course, a new start to 18 weeks together. Or maybe you are a middle school teacher and want to hit the second semester refresh button with your students.

As educators, we can help set the tone of the learning environment. Investing a bit of time at the start of the semester to co-create norms, get to know one another, and foster collaboration can have a big pay out for student well-being, academic outcomes, and class culture.

This spring, weave in SEL activities to your weekly academic coursework! Project Wayfinder has several great connection, collaboration, and community building activities in their activity library and collections. These can be used it any academic content area! The activities range in duration from 5-30 minutes.

Check out these collections that are great for community building at the start of the semester:

Curriculum is important, but it is only one piece of the puzzle. A safe and connected learning environment is the necessary to achieve successful academic outcomes. Supportive classroom climates matter! Reach out to the SEL Team for additional ideas to foster connection in your academic setting. Best wishes as you start the new semester!

Explore the Wayfinder Activity Library!

K-8 January Book Picks

Author: Molly Bang

Themes: problem-solving, growth mindset

When Sophie Thinks She Can't...

Elementary (K-2)

When Sophie feels like she can’t do puzzles or math, she learns the most important word: “Yet.” She learns that when she tries and grows, she gets smarter every day. She just hadn’t figured out puzzles . . . yet.

Author: Trevor Romain

Illustrator: Steve Mark

Themes: problem-solving, growth mindset

How To Do Homework Without Throwing Up

Elementary (3-5)

Homework is a serious subject, but this is a funny book. And the best part is that while it acknowledges that no kid likes the stress and strain, there are practical solutions to the problem.

Author: JoAnn Deak

Illustrator: Sarah Ackerley

Themes: growth mindset, goal-setting

Your Fantastic Elastic Brain

Secondary (6-8)

You'd be amazed at how much your brain can S-T-R-E-T-C-H! This book helps kids understand how their brain works, and how it is constantly growing and changing to learn new things.

Author: Thanhha Lai

Themes: Emotion Management, Feelings

Inside Out & Back Again

Secondary (6-8)

Hà flees Saigon with her family during the Vietnam war. Her life as a refugee is strange and frightening, but her bond with her family is strong. The story is told in verse, and is based on the author’s experience.

Check it out in Kick-Up once the Spring PD Catalog goes live. We hope to see many of you at these trainings. It is an honor to learn and grow with you!

Learn with us!

SEL & Restorative Practices PD Offerings for 2024

We have several exciting professional development series we will be offering this spring!

Restorative Practices Trainings: This two-day training from the International Intstitute for Restorative Practices (IIRP) begins with theory and then pivots to application. It is engaging, discussion-based, and applicable to your personal and professional life!

Restorative Practices Booster Sessions: This PD series is intended for adults who have already done the full two-day RP training. These sessions are intended to tune-up RP strategies and skills, connect with other RP learners, and answer the question, "How do I make this applicable in my setting?"

RP Booster - Fair Process: January 31, 2:30-5
RP Booster - Affective Language: February 22, 2:30-5
RP Booster - Everything Is Restorative: March 26, 2:30-5
RP Booster - Restorative Adults: April 30, 2:30-5

SEL for Educators: This PD series will explore the 5 SEL competencies over 4 sessions. Educators can go to one session, or as many as they would like. These 2 hour sessions are intended for teachers, district staff, and support staff that want to strengthen their Adult SEL skills. Principals are also encouraged to share with staff members that need extra support in these areas. Participants could have no background knowledge about SEL, or have training but need a refresher. We grow SEL skills in students when we practice and model these skills ourselves! We hope you will join us.

Self-Awareness for Educators: February 6, 2:30-4:30
Self-Management for Educators: February 20, 2:30-4:30
Social Awareness for Educators: March 13, 2:30-4:30
Relationship Skills for Educators: March 27, 2:30-4:30

Exploring Proactive Restorative Practices and SEL: These sessions are intended for Student Services providers (school counselors, social workers, psychologists. etc.). Dive into proactive RP strategies to apply to your role! There are two sessions on 1/25: 9-11 AM and 1-3 PM in Ed Building, Rm. 223.

Coming Soon! Random Acts of Kindness Week: February 11-17, 2024

Random Acts of Kindness (RAK) week will be here before we know it (February 11-17). We want to spread thousands of acts of kindness throughout our district to celebrate this important initiative.

We have compiled a robust RAK Resource folder for you and your school as you plan how you want to celebrate RAK week. You will find lesson plans, kindness activities, announcements, book lists, and more. We encourage you to be thinking now about how to make Random Acts of Kindness come alive for your school community! We look forward to celebrating with you.

Let's make WS/FCS a kinder place, one random act of kindess at a time!

RAK Resource Folder

Find out more about National Random Acts of Kindness Week

Restore, Reset, Restart (R3) now open for secondary students!

R3 (Restore, Reset, Restart) program is open! Located at the Fulton YMCA, R3 is a non-traditional learning program and an alternative to at-home OSS for secondary students. Instead of a day at home with no guaranteed supervision, instruction, or restoration, OSS students will work with certified teachers on coursework as well as restorative interventions and personal reflection before returning to their home school.

We hope to give you a tour and more information soon. They have a wonderful space and a wonderful team to support students that need instruction, coaching, and restoration before returning to school. Our team is excited to support the R3 team!

Reach out to R3 Director, Angela McHam, with questions or inquiries.

WS/FCS 3 Signature Practices Playbook for Adults

An Adult SEL Resource compiled by the WS/FCS SEL Team

3 Signature Practices Playbook

WS/FCS 3 Signature Practices Playbook for Adults: Now Available!

We are excited to share our WS/FCS "SEL Playbook" with all educators in our district. The SEL Team has compiled over 120 SEL openers, engaging activities, and optimistic closures as a resource for all educators in WS/FCS. These activities align with the 3 signature practices defined by CASEL, and foster connection and deeper learning.

The 3 signature practices need to be an adult practice and a student practice. Educators need embed them in staff meetings, PLTs, grade levels, and more. The more we connect and practice SEL skills as adults, the easier it will be to model these skills for students.

WS/FCS educators have access to the digital copy. We hope to create a student signature practices playbook later this spring. We are so excited to share this meaningful resource with you! Please let us know if you need recommendations, tips, or want to share success stories. Thank you for making the 3 Signature Practices a regular part of your adult settings!

SELebrations!

Check out these highlights of awesome SEL work going on in WS/FCS

North Area:

In the Physical Education class at Old Town Elementary, the SEL 3 Signature Practices foster a supportive environment and promote SEL. These routines intentionally and explicitly help build a habit of practices through which students enhance their SEL skills.

South Area:

Teachers at Hanes Middle School lean into conversations about trauma resilience as they create their own Emotional Safety Plans. These Emotional Safety Plans can be used with adults and students alike, and are a great tool for collecting personalized regulation strategies.

East Area:

Walkertown Elementary School has created a wellness room for staff and students. This welcoming space provides a space to decompress and manage stress and emotions.

West Area:

The 1st Grade Team at Southwest Elementary School held a "Zones Day" for their students. In 20 minute rotations, 80 students visited four classrooms where they learned about the four zones (red, yellow, blue, and green) and gained practical kid-friendly strategies for emotional regulation.

Closing Thoughts

Social awareness is a lifelong journey that consider other people's experience and perspectives as you navigate social interactions. It involves knowing yourself as well as taking the time to listen and empathize with others. Social awareness helps you respectfully interact and collaborate with diverse groups of people.

We hope you gained some insight today about social awareness and how empathy, cultural awareness, equity, and perspective-taking all play an important part in how we interact with others. Adult SEL matters! Thank you for learning with us today and everyday. It is an honor to serve and support you. Thank you for all you do for your staff, students, and communities.

Thank you from the SEL Team!

We wish you a wonderful start to second semester.

We look forward to what 2024 will bring!

Questions?

Visit the SEL and Restorative Practices Department website for more information and resources.

SEL Department Website

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